13 April 2009
In Daniel Goleman's book “Emotional Intelligence," he describes the concept of the EQ (Emotional Quotient). EQ is similar in many respects to IQ; however, EQ is believed to be a better determinant of success in relating, building, and maintaining relationships with others over the course of a person's life.People who lack this trait are said to need instant gratification and may suffer from poor impulse control.
Impulse control disorder is a set of psychiatric disorders including (hot-headedness), kleptomania (stealing), pathological gambling, pyromania (fire-starting), trichotillomania (pulling one's hair out) and dermatillomania (skin picking). Impulse control disorders are considered to be part of the obsessive-compulsive disorder spectrum.
The onset of these disorders usually occurs between the ages of 7 and 15. Impulsivity, the key feature of these disorders, can be thought of as seeking a small, short term gain at the expense of a large, long term loss. Those with the disorder repeatedly demonstrate failure to resist their behavioral impetuosity. The essence of emotional self-regulation is the ability to control one's impulses in the service of goal.
The marshmallow experiment is a famous test of this concept conducted by Walter Mischel at Stanford University and discussed by Daniel Goleman in his popular work. In the 1960s, a group of four-year olds were given a marshmallow and promised another, only if they could wait 20 minutes before eating the first one. Some children could wait and others could not.
The researchers then followed the progress of each child into adolescence, and demonstrated that those with the ability to wait were better adjusted and more dependable (determined via surveys of their parents and teachers), and scored an average of 210 points higher on the Scholastic Aptitude Test.
The marshmallow test has been found to be a remarkable predictor in how successful the children will be at establishing and achieving goals. The test is essentially a way of measuring if the child is capable of understanding consequences and delaying gratification for a future reward.
The test starts with the interviewer and the child sitting at a table. The interviewer offers the child a marshmallow that they can have immediately, or if they can wait for 15 minutes they will be rewarded with an extra marshmallow. The interviewer then gets a call and has to leave the room, again explaining that if the child waits for their return they will be rewarded with a second marshmallow, but they are free to have the marshmallow in front of them at anytime. If they do take the marshmallow in front of them they will not get the second marshmallow, if they wait they will be rewarded with two.
This simple test has been a great predictor in determining how successful children will be in later life. Those children that are able to understand the concept of delayed gratification, and wait for the second marshmallow, tend to be more goal oriented. The children that act impulsively and eat the first marshmallow tend to be impulsive with less understanding of future reward.
01 April 2009
General guidelines to improve memory
In addition to exercising your brain, there are some basic things you can do to improve your ability to retain and retrieve memories:
- Pay attention. You can’t remember something if you never learned it, and you can’t learn something — that is, encode it into your brain — if you don’t pay enough attention to it. It takes about eight seconds of intent focus to process a piece of information through your hippocampus and into the appropriate memory center. So, no multitasking when you need to concentrate! If you distract easily, try to receive information in a quiet place where you won’t be interrupted.
- Tailor information acquisition to your learning style. Most people are visual learners; they learn best by reading or otherwise seeing what it is they have to know. But some are auditory learners who learn better by listening. They might benefit by recording information they need and listening to it until they remember it.
- Involve as many senses as possible. Even if you’re a visual learner, read out loud what you want to remember. If you can recite it rhythmically, even better. Try to relate information to colors, textures, smells and tastes. The physical act of rewriting information can help imprint it onto your brain.
- Relate information to what you already know. Connect new data to information you already remember, whether it’s new material that builds on previous knowledge, or something as simple as an address of someone who lives on a street where you already know someone.
- Organize information. Write things down in address books and datebooks and on calendars; take notes on more complex material and reorganize the notes into categories later. Use both words and pictures in learning information.
- Understand and be able to interpret complex material. For more complex material, focus on understanding basic ideas rather than memorizing isolated details. Be able to explain it to someone else in your own words.
- Rehearse information frequently and “over-learn”. Review what you’ve learned the same day you learn it, and at intervals thereafter. What researchers call “spaced rehearsal” is more effective than “cramming.” If you’re able to “over-learn” information so that recalling it becomes second nature, so much the better.
- Be motivated and keep a positive attitude. Tell yourself that you want to learn what you need to remember, and that you can learn and remember it. Telling yourself you have a bad memory actually hampers the ability of your brain to remember, while positive mental feedback sets up an expectation of success.
Mnemonic devices to improve memory
Mnemonics (the initial “m” is silent) are clues of any kind that help us remember something, usually by causing us to associate the information we want to remember with a visual image, a sentence, or a word.
Common types of mnemonic devices include:
- Visual images - a microphone to remember the name “Mike,” a rose for “Rosie.” Use positive, pleasant images, because the brain often blocks out unpleasant ones, and make them vivid, colorful, and three-dimensional — they’ll be easier to remember.
- Sentences in which the first letter of each word is part of or represents the initial of what you want to remember. Millions of musicians, for example, first memorized the lines of the treble staff with the sentence “Every good boy does fine” (or “deserves favor”), representing the notes E, G, B, D, and F. Medical students often learn groups of nerves, bones, and other anatomical features using nonsense sentences.
- Acronyms, which are initials that creates pronounceable words. The spaces between the lines on the treble staff, for example, are F, A, C, and E: FACE.
- Rhymes and alliteration: remember learning “30 days hath September, April, June, and November”? A hefty guy named Robert can be remembered as “Big Bob” and a smiley co-worker as “Perky Pat” (though it might be best to keep such names to yourself).
- Jokes or even off-color associations using facts, figures, and names you need to recall, because funny or peculiar things are easier to remember than mundane images.
- “Chunking” information; that is, arranging a long list in smaller units or categories that are easier to remember. If you can reel off your Social Security number without looking at it, that’s probably because it’s arranged in groups of 3, 2, and 4 digits, not a string of 9.
- “Method of loci”: This is an ancient and effective way of remembering a lot of material, such as a speech. You associate each part of what you have to remember with a landmark in a route you know well, such as your commute to work.
Treating your body well can enhance your ability to process and recall information.
|Healthy Habits that Improve Memory|
Good sleep habits
You probably know already that a diet based on fruits, vegetables, whole grains, and “healthy” fats will provide lots of health benefits, but such a diet can also improve memory. Research indicates that certain nutrients nurture and stimulate brain function.
B vitamins, especially B6, B12, and folic acid, protects neurons by breaking down homocysteine, an amino acid that is toxic to nerve cells. They’re also involved in making red blood cells, which carry oxygen. (Best sources: spinach and other dark leafy greens, broccoli, asparagus, strawberries, melons, black beans and other legumes, citrus fruits, soybeans.)
Antioxidants like vitamins C and E, and beta carotene, fight free radicals, which are atoms formed when oxygen interacts with certain molecules. Free radicals are highly reactive and can damage cells, but antioxidants can interact with them safely and neutralize them. Antioxidants also improve the flow of oxygen through the body and brain. (Best sources: blueberries and other berries, sweet potatoes, red tomatoes, spinach, broccoli, green tea, nuts and seeds, citrus fruits, liver.)
Omega-3 fatty acids are concentrated in the brain and are associated with cognitive function. They count as “healthy” fats, as opposed to saturated fats and trans fats, protecting against inflammation and high cholesterol. (Best sources: cold-water fish such as salmon, herring, tuna, halibut, and mackerel; walnuts and walnut oil; flaxseed and flaxseed oil)
Because older adults are more prone to B12 and folic acid deficiencies, a supplement may be a good idea for seniors. An omega-3 supplement (at any age) if you don’t like eating fish. But nutrients work best when they’re consumed in foods, so try your best to eat a broad spectrum of colorful plant foods and choose fats that will help clear, not clog, your arteries. Your brain will thank you!
-Kung Fu Panda
Carpe diem everyone :D